In a society of communication and knowledge in constant development, computer science has become the main basic skill for any adult who wants to thrive at the family, social and professional levels. Regardless of the profession or socio-economic status of an adult, this skill – along with reading, writing and arithmetic – is one of the foundations on which today’s literacy is based. tomorrow.
In the same direction, the concepts of computer training are assimilating new paradigms: from technical training, which now opens up reflexive learning for us, in transversality with other basic skills. In short, it is thanks to the processing of information that a person develops his basic knowledge. As computers and technologies become more and more intuitive, they are now accessible and can be used even by adults with low literacy skills. This document presents the basic computer skills considered in accordance with Canadian and international reference documents and, therefore, correlated with various educational or business programs used in other countries.
IT and digital knowledge (ITN) is the ability of adults to understand and use a computer, its components, peripherals, applications and other types of technologies in a thoughtful, friendly way for citizens. this is in order to effectively respond to his school needs, to everyday life or to basic computer activities related to his work.
Computer skills. The ITN competency is the result of comparing core IT competencies with provincial curricula and international certifications. The sources used for calibration are listed below, from paragraphs 2.1 to 2.3. A comparative table is attached at the end of the document.
The Department of Literacy and Essential Skills, whose mission is to promote literacy and the development of job opportunities for Canadians, has identified nine core skills in the workplace and has divided their content into five difficulty levels.
Each competency is neither the equivalent of a course, nor a curriculum, it is a description of a set of knowledge and know-how related to the field of study. activity and scaled. Thus, from these competencies, school boards, community organizations and enterprises can develop curricula and courses that will be relevant for their students, developing depending on the profession and adult living conditions.
The difficulty levels, on the other hand, do not correspond to the established academic levels, but the difficulty levels of using skills to perform tasks in the workplace, from the simplest to the most difficult. Although some skills are divided into typical (or even general) tasks and more complex (or even specialized) tasks, Essential Computer Competence has only typical tasks.
The government (in particular through OLES) is not the only body authorized to take adult literacy measures. Provincial governments, their school boards, and / or other institutions also create an educational framework for their citizens. This paper analyzed five provincial study programs. With the required BACE computer skills, they are participating in the pan-Canadian calibration of this ITN competency.
As shown in the previous chapter, an important component of the concept of “computational thinking” is the ability to program either to create simulations or to solve problems. In this sense, the important question is how does a novice in computer science learn to become an expert in programming? And finally, how can a child learn to program in the classroom?
Although these questions have not been widely addressed in recent years, some empirical studies have been conducted that shed light on their answers. However, even before the start of these studies, some researchers already indicated that, in their opinion, is the main source of difficulties in teaching programming, namely the type of language used for programming. For example, natural languages tend to have a declarative structure, while programming languages are an imperative structure, which makes the first structure more ambiguous.
The difference, however, is especially noticeable in the semantics of logical connectors, so the connector is understood in programming as in this state, and not later, as in natural language. However, despite the irreparable differences between the two languages, it is important to try to reduce distances by creating languages that are similar in some aspects to the natural language.